School psychology in the U.S.S.R.

Soviet psychologists perform various tasks and provide useful psychological services for pupils and educators. This article describes the general characteristics of education and the preparation and research of psychologists in the U.S.S.R. Also discussed are current practices and emerging trends relating to the establishment of school-based psychological services as well as future developments that may lead to the enhancement of the profession of school psychology in the Soviet Union.     

Environmental psychology in the U.S.S.R.

A preliminary version of this paper was presented at the 19th National Convention of the American Association for the Advancement of Slavic Studies, Boston, November, 5, 1987.     

Cognitive style and plebe turnover at the U.S. Naval Academy

Students entering (N = 1,134) the U.S. Naval Academy class of 2000 were administered the Kirton Adaption-Innovation Inventory on the first day of Plebe Summer, a 7-wk. nonacademic training program completed by all entering students in the summer prior to the freshman year. The mean score on Innovation cognitive style for this sample of plebes was approximately a standard deviation lower than those of five other undergraduate student samples from nonmilitary universities. Furthermore, the 98 plebes who voluntarily withdrew before completing the program scored higher on the average on Innovation than those who remained. Findings suggest that, in terms of Person-Organization fit, plebes with a more innovative cognitive style may, perhaps, be less compatible with the regimentation-style climate of the Academy than those with an Adaptive cognitive style. Further research, however, is needed to specify the relationship between Academy students' cognitive style and other important organizational outcomes.     

U.R.S.S. 1925: Politique et religion

The religious debates of the 1920's in the Soviet Union were marked by an agreement to disagree which no longer seems to exist.     

The Learning Sciences in a New Era of U.S. Nationalism

What responsibilities do researchers of learning have in the wake of Trump's election and the proliferation of far-right, populist nationalism across the globe? In this essay, we seek to prompt and engage a dialogue about the political role and responsibilities of our field at this historical moment. First, we situate the social hierarchies that were most pronounced during this election within a longer history of U.S. policies and practices. We then examine the ostensible division between research on learning and the political contexts and consequences of learning. We argue for the need to address this false chasm and build on scholarship that has demonstrated the inextricable links among learning, power, and politics. We conclude by exploring how research on learning might more meaningfully engage with the political dimensions of learning through teaching, engaged research, publishing, professional forums, and service.     

A Report from the U.S.S.R.: The Problem of Providing Employment to Secondary School Graduates

This article gives an account of the steps taken by the U.S.S.R. to provide employment for its secondary school graduates.     

The Relative Strength of Job Attitudes and Job Embeddedness in Predicting Turnover in a U.S. Military Academy

This longitudinal study explored the relative strength of job satisfaction, components of organizational commitment, dimensions of job embeddedness and person–organization fit as predictors of voluntary turnover at the U.S. Air Force Academy. Using survey data from 643 first- and second-year cadets, we found that job satisfaction, affective commitment, on-the-job embeddedness, and person–organization fit were significantly negatively related to turnover. Based on relative weights analysis, we found the most powerful predictor of cadet turnover was person–organization fit, which has important implications for military leaders.